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Academic literature on the topic 'Quality of Graduates'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Quality of Graduates"

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Pereverzeva, M. V. "Profile of University Graduate’s Satisfaction for Educational Programs." Social’naya politika i sociologiya 19, no. 3 (September 29, 2020): 112–19. http://dx.doi.org/10.17922/2071-3665-2020-19-3-112-119.

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The purpose of the article is to theoretically substantiate the concept of a graduate’s satisfaction profile with educational programs, which includes a number of parameters. This concept is proposed to be introduced in connection with monitoring the satisfaction of university graduates with educational programs. The methodology for measuring graduate satisfaction is based on the use of quantitative (questionnaires, the results of which are processed in SPSS) and qualitative (interviewing) methods. Graduates’ satisfaction with the quality of higher education is considered as a subjective assessment of the quality of their education. The proposed and tested methodology can become the basis for the development of a university system for monitoring the satisfaction of university graduates with educational programs and a university quality management system.
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Singh, Kuldip, and Prabha Ramakrishnan. "Assessing the effective marketing and employers' perception of the quality of the Diploma in Public Administration of UiTM Sarawak Branch." Social and Management Research Journal 4, no. 1 (June 1, 2007): 15. http://dx.doi.org/10.24191/smrj.v4i1.5122.

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This study examines the socio-economic status and employers' perception of work quality of Diploma Public Administration (DPA) graduates' of UiTM Sarawak Branch who graduated over the yearsfrom /997 to 2000. In addition, the study also examines the graduates 'perception ofDPA programs relevance to employability. Our sample consisted of 436 graduates. The response rate for graduates was 36 percent and the employers' response is /7 percent. The study shows that the profile of a typical DPA graduate is below 30 years old, earning less than RM1,500 per month, has Cumulative Grade Point Average (CGPA) of 2.80 and is employed in the Government sector. Our findings indicate that 70 percent of DPA graduates are employed and /4 percent are pursuing higher education. Regarding the DPA curriculum structure, majority of respondents are of the opinion that it is relevant to the job market however more emphasis needto be given to improving the standard of English language amongst DPA graduates. Addition comments request extended industrial attachment, teaching communication skills and Information Communication Technology (ICT) skills. Employers are of the opinion that UiTM DPA graduates exhibit comparable work quality to other local university graduates. DPA graduates also scored well in the generic skills required by employers.
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Brooks, Matthew, Brad M. Beauvais, Clemens Scott Kruse, Lawrence Fulton, Michael Mileski, Zo Ramamonjiarivelo, Ramalingam Shanmugam, and Cristian Lieneck. "Accreditation and Certification: Do They Improve Hospital Financial and Quality Performance?" Healthcare 9, no. 7 (July 14, 2021): 887. http://dx.doi.org/10.3390/healthcare9070887.

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The relationship between healthcare organizational accreditation and their leaders’ professional certification in healthcare management is of specific interest to institutions of higher education and individuals in the healthcare management field. Since academic program accreditation is one piece of evidence of high-quality education, and since professional certification is an attestation to the knowledge, skills, and abilities of those who are certified, we expect alumni who graduated from accredited programs and obtained professional certification to have a positive impact on the organizations that they lead, compared with alumni who did not graduate from accredited programs and who did not obtain professional certification. The authors’ analysis examined the impact of hiring graduates from higher education programs that held external accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME). Graduates’ affiliation with the American College of Healthcare Executives (ACHE) professional healthcare leadership organization was also assessed as an independent variable. Study outcomes focused on these graduates’ respective healthcare organization’s performance measures (cost, quality, and access) to assess the researchers’ inquiry into the perceived value of a CAHME-accredited graduate degree in healthcare administration and a professional ACHE affiliation. The results from this study found no effect of CAHME accreditation or ACHE affiliation on healthcare organization performance outcomes. The study findings support the need for future research surrounding healthcare administration professional graduate degree program characteristics and leader development affiliations, as perceived by various industry stakeholders.
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Boleslavsky, Raphael, and Christopher Cotton. "Grading Standards and Education Quality." American Economic Journal: Microeconomics 7, no. 2 (May 1, 2015): 248–79. http://dx.doi.org/10.1257/mic.20130080.

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We consider school competition in a Bayesian persuasion framework. Schools compete to place graduates by investing in education quality and by choosing grading policies. In equilibrium, schools strategically adopt grading policies that do not perfectly reveal graduate ability to evaluators. We compare outcomes when schools grade strategically to outcomes when evaluators perfectly observe graduate ability. With strategic grading, grades are less informative, and evaluators rely less on grades and more on a school's quality when assessing graduates. Consequently, under strategic grading, schools have greater incentive to invest in quality, and this can improve evaluator welfare. (JEL D82, I21, I23)
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Sofya, Nora Dery, Mohammad Taufan Asri Zaen, Yuliadi Yuliadi, and Sansul Yasmi. "Pengaruh Tingkat Kepuasan Pengguna Lulusan (Stakeholder) Terhadap Kualitas Lulusan Pada Universitas Teknologi Sumbawa." Jurnal Sistem Komputer dan Informatika (JSON) 3, no. 1 (September 30, 2021): 25. http://dx.doi.org/10.30865/json.v3i1.3558.

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Sumbawa University of Technology (UTS) is an educational institution that produces outputs that match work needs. The curriculum is to develop a number of study programs at UTS, adapted to the developments and demands of today's world of work. This research was conducted to determine the level of satisfaction of Stakeholders on the quality of graduates. Research is using a descriptive method with a quantitative approach. Analysis data method uses the Customer Satisfaction Index (CSI) and Importance Performance Analysis (IPA). Respondents in this study were graduate users (Stakeholders) with a total of 100 respondents. The results of this study, that the quality of graduates from UTS is very good, even though they work not in their field of expertise (non-academic). Even though the quality of the graduates is in the category very good, there are several items/attributes that need to considere. In meeting the satisfaction of Stakeholders, namely Point number 9 regarding the ability of graduates to write activity reports. , such as research and projects. The second point, number 14 is the ability of graduates to use technology related to their field of science. Item number 15 is the graduate's ability to use computers.
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Partlow, Charles B., and Mary B. Gregoire. "Graduates' Assessment of Quality in Graduate Hospitality Education." Hospitality & Tourism Educator 5, no. 2 (February 1993): 53–56. http://dx.doi.org/10.1080/23298758.1993.10685484.

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Woya, Ashenafi Abate. "Employability among Statistics Graduates: Graduates’ Attributes, Competence, and Quality of Education." Education Research International 2019 (January 3, 2019): 1–7. http://dx.doi.org/10.1155/2019/7285491.

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An aspect of quality in higher education is the quality of the outcomes achieved. Higher education adds value by developing job-related skills and competencies. It is also not known to what extent, graduates’ competence goes in line with the demands of the employers. This study was to assess the employability and competency of statistics graduates. Data were collected using a structured questionnaire and analysis the using SPSS version 23. This study employed a Kaplan–Meier estimate to compare the duration of unemployed times from two or more groups. To assess whether there is a real difference between groups, we used Log-rank test. From a total of 303 statistics graduates, 17.7% were unemployed and 82.3% were employed. Of employed graduates, 65.8% had a permanent worker and the rest 16.5% of graduates had a temporary worker. The mean duration of unemployed statistics graduate at Bahir Dar University was 12.9 month (95% CI, (9.9, 15.9)). This study revealed that there is a percentage of graduates who are not yet employed and never been employed. Therefore, the department must be a linkage with the different government organization and NGO.This may improve the employability of statistics graduates.
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Al Nejam, Amer, Alicia Tang Yee Chong, Mohd Sharifuddin Ahmed, and Osama Al-Masri. "A Conceptual Framework for Mitigating Graduate Employment Problems." Journal Of ICT In Education 4 (November 30, 2017): 81–87. http://dx.doi.org/10.37134/jictie.vol4.8.2017.

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Graduate employability has always been an issue of concern when prospective employers complain of the lack of prerequisite attributes of fresh graduates. Despite the many efforts to ease the problems, graduate employment issues continue to plague Malaysia’s labor market. We attest the veracity of this remark by the continued and prolonged social issues, as consequences of these problems, faced by many parties including government agencies, higher learning institutions, industries, parents and unemployed graduates themselves. Higher learning institutions and industries are often at odds when it comes to graduate’s quality. Parents and their unemployed children present another social problem. In our contribution to mitigate these issues, this paper proposes a conceptual framework which involves the main stakeholders related to the graduate employment issues. The cooperation between these stakeholders is key to the successful implementation of the framework that mitigates the graduate employment problems.
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Heryanda, Komang Krisna. "TRACER STUDY OF MANAGEMENT DEPARTMENT, GANESHA UNIVERSITY OF EDUCATION YEAR 2013 - 2015." International Journal of Social Science and Business 2, no. 1 (March 28, 2018): 34. http://dx.doi.org/10.23887/ijssb.v2i1.13769.

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Tracer study is an approach that allows college institutions to obtain information about possible deficiencies in the educational process and learning process. It can also be the basis for future improvement planning activities. This tracer study research could see the illustration of two sides, namely the graduates’ side as the service user of the education institution and the stakeholder side as the graduate user. This tracer study aimed at getting an overview of the lecture program that had been obtained by the graduates, as well as the quality of graduates produced by the Department of Management. The target of this tracer study was the alumni of Management Department graduates in 2013 - 2015 and the stakeholders in this case were the service users of Management department graduates. The results of this study indicated that the graduates produced by the Management Department had an average waiting time of less than 12 months (1 year) to obtain a job. The types of jobs graduated from Management Department were mostly in the private sector, there was only one person who decided to become an entrepreneur. Most of the graduates earned 1 million rupiah - 3 million rupiah per month as the first income. Most graduates were satisfied with the aspects of learning gained during their study in Management Departments as well as the response about learning experience. Graduates were quite satisfied with the learning experience during the course in Management Department. The graduates complained about inadequate lecture facilities condition. It was certainly a serious significance to be addressed immediately. Most of the users of the graduates (stakeholders) were satisfied with the ability of management department graduates. It was just the aspect of English language skills that were still considered less. In accordance with English language skills, communication skills were also complained by graduate users (stakeholders). Keywords: Alumni of Management, Tracer StudyTracer study is an approach that allows college institutions to obtain information about possible deficiencies in the educational process and learning process. It can also be the basis for future improvement planning activities. This tracer study research could see the illustration of two sides, namely the graduates’ side as the service user of the education institution and the stakeholder side as the graduate user. This tracer study aimed at getting an overview of the lecture program that had been obtained by the graduates, as well as the quality of graduates produced by the Department of Management. The target of this tracer study was the alumni of Management Department graduates in 2013 - 2015 and the stakeholders in this case were the service users of Management department graduates. The results of this study indicated that the graduates produced by the Management Department had an average waiting time of less than 12 months (1 year) to obtain a job. The types of jobs graduated from Management Department were mostly in the private sector, there was only one person who decided to become an entrepreneur. Most of the graduates earned 1 million rupiah - 3 million rupiah per month as the first income. Most graduates were satisfied with the aspects of learning gained during their study in Management Departments as well as the response about learning experience. Graduates were quite satisfied with the learning experience during the course in Management Department. The graduates complained about inadequate lecture facilities condition. It was certainly a serious significance to be addressed immediately. Most of the users of the graduates (stakeholders) were satisfied with the ability of management department graduates. It was just the aspect of English language skills that were still considered less. In accordance with English language skills, communication skills were also complained by graduate users (stakeholders).
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Badrudin, Badrudin, Enjang Yusuf Ali, Moh Sulhan, and Ulfah Nurul Badriyatul Fitri. "Strengthening the Quality of Ma'had Aly Graduates through Optimizing Management of Infrastructure Facilities and Lecturer Competencies." Tadbir : Jurnal Studi Manajemen Pendidikan 5, no. 1 (April 29, 2021): 33. http://dx.doi.org/10.29240/jsmp.v5i1.2490.

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The main problem of this study is the unoptimal infrastructure management and lecturers' competence that impact on the low quality of Ma'had Aly Miftahul Huda Tasikmalaya graduates. This study is aimed to explain the quality strengthening of Ma'had Aly graduates through the optimization of infrastructure management and lecturer competence. Research on the quality of Ma'had Aly graduates has been carried out by other researchers as seen from the influence of lecturers' educational qualifications. This research is focused on investigating the influence of infrastructure management and lecturer competence in improving the quality of Ma'had Aly graduates. This study used a quantitative approach with a descriptive correlational method. The data analysis using product moment correlation analysis. The sample of this study was 50 students who graduated from 2019-2020 that were selected using proportional stratified random sampling. The results of the study concluded that strengthening the quality of Ma'had Aly's education graduates could be done through optimization of infrastructure management and lecturer competence. Infrastructure management has a significant effect on the quality of graduates by 23.4%; Lecturer competence has a significant influence on the quality of graduates by 7.96%; and Infrastructure management and lecturer competence simultaneously had a significant effect on the quality of Ma'had Aly's graduates by 45.7%.
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Dissertations / Theses on the topic "Quality of Graduates"

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Shandler, M. "Fostering quality graduates through access programmes." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/638.

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The purpose of this paper is to argue that the quality of a Building graduate is not compromised by qualifying through the access programme route. This paper examines the statistics of the 2005 and 2006 access programme and mainstream National Diploma Building cohorts as well as the 2007 mainstream cohort. The study made use of descriptive research comprising quantitative data. The quantitative data was derived from statistics based on student performance that was downloaded from the Management Information System of the University of Johannesburg. The findings revealed that, although the access Building students enter the access programme with results below the minimum entrance requirements for the national diploma, their graduation rate is above or equal to that of their mainstream peers who gained entry directly into the national diploma. Furthermore, many of these students register for post-graduate studies once they start working. This study confirms that students who have received additional support in their first year of study and who have been 'enculturated' into the 'ways of doing' of construction and engineering during a four-year access diploma programme are not inferior to students who have completed a mainstream diploma in 3 years.
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Musyafa, Albani. "Stakeholders' satisfaction with civil engineering graduates." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/133.

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Engineering education is being viewed as a fundamental matter in modern industry because engineering education produces graduates that are very important to the continued development of industry. Because of its importance, the quality of the engineering education should be improved continuously. Basically, the quality of education can be divided into the quality of the process and the quality of the outcome. The process includes the quality of the teaching, learning and curriculum, and the quality of the outcome is the quality of the competencies possessed by graduates. While the quality of curriculum and learning have been discussed in many scientific reports, the quality of competence is rarely discussed. Therefore, a study on the quality of graduates’ competence will be useful to augment recent studies on the quality of engineering education.The objective of this study is to analyse data of graduate quality so that useful information is obtained to help engineering education providers put strategies in place to improve its quality. The information includes the models linking quality and satisfaction.Data for this study including competence of graduates, performance of graduates, satisfaction of stakeholders, and expectations of stakeholders were obtained by survey with the questionnaire sets developed based on established variables and indicators. The targeted respondents are industry personnel monitoring graduates in workplaces. For comparison, data from academicians and professionals also were collected. Because of the diverse nature of engineering disciplines, the survey is limited to Civil Engineering graduates completing their studies from universities in Australia in recent years.The collected data were analysed using statistical methods in levels of samples and population. The variables related to competencies have been ranked so that the weaknesses and strengths of the competencies can be understood. The variables related to the expectations of stakeholders are also ranked so that the competencies that should be prioritized in education are identified. The characteristics of stakeholders’ satisfaction is defined based on the performance of graduates. Reliable models linking graduates’ competence and the stakeholders’ satisfaction have been developed. These findings will be useful to improve the quality of engineering education especially in the division of Civil Engineering.
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Bittinger, Sara-Beth. "Perceptions of Bachelor-Degree Graduates Regarding General Education Program Quality." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603311.

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This study was directed by a modified Delphi-methodology design to gain perspective of the perceptions of alumni regarding the value and applicability of the general education program. The expert-panel participants were 14 alumni of Frostburg State University from various majors, representative of all three colleges, who graduated between 2006 and 2011. This study sought to identify alumni perceptions of general education programming through three rounds of a survey administration and to use alumni responses to review the future development of the general education program. Overall, respondents agreed that their experiences at Frostburg moderately prepared them for real-world demands. Specifically, the average importance rankings of the various attributes related to their bachelor’s degrees identified by the panel were as follows: overall life preparation, preparation to be well-rounded and educated, career and professional preparation, preparation for the major, and aided in skill development.

Alumni ranked the importance of skills/attributes that prepared them for their profession as follows: communication, internship, leadership, relating to others, understanding different perspectives, legal and ethical skills, becoming well-rounded, and open-mindedness. Attributes identified as important to alumni when explaining their general education course selections were perceived usefulness of the course in the future, the subject of the course, the convenience of when the course was offered (time and day), satisfying the General Education Program requirement, advisor guidance, the professor teaching the course, and course rigor.

English composition and social and behavioral sciences ranked highest in importance, followed by mathematics, in all three rounds of the survey. Arts, humanities, and biological and physical sciences exhibited lower importance, measured by the mean rank. Regarding course subjects, English had the highest ranking followed by psychology, sociology, probability, and statistics.

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Lazetic, Predrag. "The differences in job quality among higher education graduates in Europe : a cross-national analysis of 17 countries." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723330.

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This thesis investigates the diversity in job quality of university graduates in 17 European countries using multilevel regression modelling, based on combined REFLEX and HEGESCO graduate survey data. The focus of the research is on aspects of graduate jobs that affect quality, especially the analytically neglected aspects of skill utilisation and work autonomy, as well as income, job security and work life balance First, for the purposes of measuring job quality, the thesis proposes an international multidimensional Graduate Job Quality Index (GJQI) with potential applications for further research and policy evaluation. Second, the thesis analyses variance in graduate job quality across 258 sectors of economic activity in the 17 countries studied, and identifies a number of factors that are correlated with overall job quality and its dimensions. The main research focus, however, is on contextual factors in the wider society and economy that help explain both diversity in job quality and differences between different sectors of the economy and different occupational groups. In particular: 1) the adoption of new computer technologies; 2) exposure to globalisation, and 3) high educational attainment in the labour force. The study tests two broadly contrasting theoretical approaches to differences in graduate job quality: skill-biased technological change theory (Acemoglu, 2002) and the new institutionalism (Baker, 2014) on the one hand, and the conflict theory of global knowledge capitalism (Brown et al., 2012) on the other, and in empirical terms finds more support for the latter of two theoretical accounts.
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Dommestrup, Pierre. "The relationship between collegiate athletic participation and future health and quality of life." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027115.

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This study examined the relationship between former collegiate athletes and former college students who did not participate in intercollegiate athletics to determine if there is any correlation between athletic participation and future health. Two groups of Ball State University faculty (42 former athletes and 32 non-athletes) were selected for this research, and the variables of quality of life and well-being were investigated through the Quality of Life Index and TestWell wellness inventory. Former athletes were found to have a higher level of wellness. Similarly, as a group, athletes were found to have a higher quality of life than former non-athletes. These findings do not support the quality of life findings by Morgan and Montoye (1984).
Fisher Institute for Wellness
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Puffer, Glenn Robert. "Graduates, employers and the academy perceptions of the quality and utility of external degrees over twenty five years /." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/puffer/PufferG1205.pdf.

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Williamson, Loni S. "An Evaluation of Attributes and Competencies for Manufacturing Engineering Technology Graduates." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/807.

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The purpose of this study is to determine the required attributes and competencies required for a graduate from a manufacturing engineering technology baccalaureate program. A document called “Competencies of Manufacturing Engineering Technology Graduates” was compiled in October 2004. This document lists twelve attributes thought to be important for MET graduates: Leadership, Professionalism, Creativity and Problem Solving, Management, Materials, Processes, Quality, Systems, Design, Communication, Safety and Environmental Issues, and Global Awareness. Under each attribute is a list of five to seven competencies creating a total of seventy-three competencies for graduates of an MET baccalaureate program. This list of attributes and competencies was converted into a survey for the purpose of evaluation by two manufacturing groups: educators and industry representatives. Overall, educators and industry representatives rated the attributes and competencies as important. Ninety-nine percent of the combined educator's and industry representative's competency questions had a mean response of 3.50 and above. Therefore, the competencies are relevant for MET graduates. It was determined that educators did significantly differ from industry representatives for their ratings of the attributes, but educators did not significantly differ from industry representatives for their ratings of the competencies. Generally, industry representatives rated attributes less highly than educators; however, the pattern of responses was similar across educators and industry representatives. The rankings of each attribute section from those rated most important to those rated least important were as follows: Professionalism, Communication, Creativity and Problem Solving, Manufacturing Processes, Design, Safety and Environmental Issues, Quality, Materials, Leadership, Management, Manufacturing Systems, and Global Awareness. Current literature mentions aspects of manufacturing that are considered important and these include: global or international awareness, lean manufacturing, life long learning, and communication. This survey indicated that the Global Awareness section was rated the least important of any section. The lean manufacturing competency had an average ranking out of all seventy-three competencies. Communication has been an important concern for MET graduates since the earliest studies and the survey results suggest that communication continues to be highly valued. MET educational programs should provide many opportunities for students to improve their communication skills.
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Essilfie, Nomalanga V. "Enhancing employability of graduates from Higher Education Institutions in Botswana : a case study of Environmental Science." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46162.

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The main aim of this study was to explore and describe the circumstances on the ground concerning employability of Environmental Science (ES) graduates in Botswana and to provide evidence that would either confirm or refute claims that graduates in Botswana, in general, are not employable. The second aim of this study was to describe whose role it is to enhance the employability of graduates. Furthermore it was also the aim of this study to investigate whether or not employability audits could be used as a quality assurance mechanism to ensure the employability of graduates in Botswana. These issues were investigated using the contextual framework of employability which explains the quality of higher education in relation to employability of graduates. This research reports on the findings of a case study of the Environmental Science programme offered by the Department of Environmental Science at the University of Botswana which was conducted in June 2012. The study revealed and confirmed gaps among ES graduates in the knowledge, skills and competencies required for the world of work. As a result of these gaps, ES graduates were found not be immediately employable without further on the job training. This created a lot of discontent among employers interviewed. The study concluded that higher education should go beyond providing education for the general development and well-being of individuals and address issues related to employability of graduating students. Conflicts in the possible roles of higher education and industry in enhancing the employability of ES graduates in terms of the changing expectations of the world of work were identified. The study highlighted the possible role of employability audits in enhancing employability not only of ES graduates but all other graduates in Botswana. Furthermore the study recommended that employability audits should be introduced in the tertiary education system of Botswana as a quality assurance mechanism. It further recommended collaboration and partnership with industry as key to the success of any measures put in place for the enhancement of the employability of graduates in Botswana.
Thesis (PhD)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
PhD
Unrestricted
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Seegmiller, Jeff G. Jerich Kenneth Frank. "Defining quality in athletic training post-certification graduate education." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087874.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 1, 2005. Dissertation Committee: Kenneth Jerich (chair), Todd McLoda, Adel Al-Bataineh, Joe Nwoye. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.
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Jones-Garcia, Tracy J. "Relationship Quality Associations Family Values for Online Graduate Students with Intimate Partners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3566.

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Previous research found that relationship quality (RQ) for intimate couples may be adversely effected in times of stress, potentially decreasing marital satisfaction up to 36% during a four-year period for high stress couples. Previous research indicated family values (FV) may mediate RQ in stressful times; however, no research has examined this relationship for online/blended program graduate students. Students in these programs experience unique stress, change, and at times, physical distance from an intimate partner. Coombs's theory on values consensus postulated that the more alike family values are in a relationship, the better the RQ will be. The purpose of this quantitative study was to determine differences between graduate students in online/blended programs and their partners in RQ and FV. Forty-five participants were surveyed using convenience sampling through a university participant pool. The majority of the online/blended program graduate participants were Caucasian and female. Variables were measured using the Family Assessment Device (FAD), the Perceived Relationship Quality Components Scale (PRQC), and demographic information. Mean scores for FAD were elevated indicating dysfunction in FV. A hierarchical multiple linear regression tested the hypothesis that family values are associated with RQ for study participants. The PRQC and FAD were significantly and negatively associated (R = -.80, α = .05) indicating as FAD increases PRQC decreases. Online/blended program students may need supports to maintain FV to mediate decreases in RQ during graduate study. Identifying FV impacts RQ can assist in the development of more targeted intervention, design, planning, and implementation of online and hybrid student assistance programs.
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Books on the topic "Quality of Graduates"

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Bottomley, Colin. Assisting SME's (sic) to introduce and develop their quality management systems through the training and placement of experienced/unemployed managers and graduates. Stirling: Scottish Enterprise Foundation, 1990.

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Floating on the wow. [Place of publication not identified]: BookSurge Pub., 2010.

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Hannan, Damian. The quality of their education: School leavers' views of educational objectives and outcomes. Dublin: Economic and Social Research Institute, 1991.

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Sentā, Hiroshima Daigaku Daigaku Kyōiku Kenkyū. Producing qualified graduates and assuring education quality in the knowledge-based society: Roles and issues of graduate education : report of the International Workshop on Graduate Education, 2009. Higashi-Hiroshima: Research Institute for Higher Education, Hiroshima University, 2010.

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Carlson, Richard. A don't sweat the small stuff treasury: A special selection for graduates. New York: Hyperion, 1999.

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Zhang, Liang. Does quality pay?: Benefits of attending a high-cost, prestigious college. New York: Routledge, 2005.

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1950-, Bishop Joyce, and Cole Kathleen M. 1954-, eds. Keys to workplace skills: How to get from your senior year to your first promotion. Upper Saddle River, NJ: Prentice Hall, 1999.

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Drew, Sue. Personal skills - quality graduates: Staff and student perceptions of personal skills development in higher education in the U.K. Birmingham: SCED, 1992.

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Tempo da vendere, tempo da usare: Lavoro produttivo e lavoro riproduttivo nella società microelettronica. Milano, Italy: F. Angeli, 1986.

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Ravaioli, Carla. Tempo da vendere tempo da usare: Lavoro produttivo e lavoro riproduttivo nella società microelettronica. 2nd ed. Milano, Italy: F. Angeli, 1988.

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Book chapters on the topic "Quality of Graduates"

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Mayer, Diane, Andrea Allard, Julianne Moss, and Mary Dixon. "Initial Teacher Education and Assessment of Graduates in Australia." In Quality and Change in Teacher Education, 149–62. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24139-5_9.

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Nerad, Maresi. "Developing “Fit for Purpose” Research Doctoral Graduates." In Globalization and Its Impacts on the Quality of PhD Education, 111–27. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-569-4_6.

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Glascoe, Frances Page, and John Cairney. "Best Practices in Test Construction for Developmental-Behavioral Measures: Quality Standards for Reviewers and Researchers." In Follow-Up for NICU Graduates, 255–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73275-6_15.

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Copeland, Linda, and Shalin Parekh. "Quality Coordinated Health Care for the High-Risk Infant: The Evolving Concept of the Medical Home." In Follow-Up for NICU Graduates, 313–35. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73275-6_18.

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Gliń, Wojciech, Tomasz Nitkiewicz, and Wichai Chattinnawat. "DEMAND FOR COMPETENCES OF INDUSTRIAL ENGINEERING GRADUATES IN THE CONTEXT OF AUTOMATION OF MANUFACTURING PROCESSES." In Quality Production Improvement - QPI, edited by Robert Ulewicz, 193–200. Warsaw, Poland: Sciendo, 2019. http://dx.doi.org/10.2478/9783110680591-026.

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Li, Wei, and Xiaoyan Cao. "Exploration on the Reform of Mechanical Engineering Graduates’ Quality Education." In Lecture Notes in Electrical Engineering, 327–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24823-8_51.

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Lake, Neal, and Julienne Holt. "Designing Quality Engineering Curricula to Produce Industry Ready Graduates: A Whole of Course Approach." In Ensuring Quality in Professional Education Volume II, 161–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01084-3_8.

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Makuku, Violet, and Young Kafui Abel Etsey. "Quality assurance in tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa, 171–81. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0010.

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Abstract This chapter focuses on the quality of higher agricultural education as a means of transforming learning and knowledge outcomes, measured in terms of graduates, research products and outreach activities. Learning outcomes include students' competencies - i.e. knowledge, skills and attitudes - and the degree to which they are relevant to workplace needs. Knowledge outcomes take the form of ideas, analyses, inventions and publications; they can be measured based on the extent to which they address current and emerging problems of economic and social importance. The chapter begins by defining key terms and explaining how quality assurance fits within the management and operation of universities. The chapter then explores the role of organizations, networks, associations, activities and initiatives in developing and implementing sound quality-assurance practices across institutional, national, regional and pan-African levels.
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Hrmo, Roman, Juraj Miština, and Lucia Krištofiaková. "Model for Improving the Quality of Graduates and Job Applicants in European Labour Market." In Interactive Collaborative Learning, 429–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_41.

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Zhao, Xuemei, Xiang Gao, Ke Meng, Xiaojing Zhou, Xiaoqiu Yu, Jinhua Ye, Yan Xu, Hong Tian, Yufen Wei, and Xiaojuan Yu. "Model of Evaluation on Quality of Graduates from Agricultural University Based on Factor Analysis." In Advances in Intelligent Systems and Computing, 772–78. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69096-4_109.

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Conference papers on the topic "Quality of Graduates"

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Kozlova, Liudmila P., and Olga A. Kozlova. "Ensuring quality of prepare of graduates." In 2017 IEEE VI Forum on Strategic Partnership of Universities and Enterprises of Hi-Tech Branches - Science, Education, Innovations (SPUE). IEEE, 2017. http://dx.doi.org/10.1109/ivforum.2017.8246078.

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Osipchukova, Elena, Leonas Tolvaišis, and Aleksandr Ponomarev. "INVOLVING EMPLOYED GRADUATES IN IMPROVING EDUCATION QUALITY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1328.

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Zolotareva, O. A., N. A. Sadovnikova, and A. V. Bezrukov. "Inclusive Professional Education Quality: Opinions of Disabled Graduates." In Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.200114.096.

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Monday, Ann. "Embedding the Graduate Quality ‘Collaborative Working’ into the Curriculum through Reflective Learning." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2674.

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Graduates of today are not only required to demonstrate academic competence and the ability to learn, they are also required to demonstrate a range of employment skills that will enable them to make the transition from university to work. This paper explores reflective learning as an approach to embedding the graduate quality of collaborative working into an undergraduate bus iness course. It explores a range of activities used and reports on the results of the approach to date.
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Akhedzhak-Naguze, Saida Kazbekovna. "FORMATION OF ORGANIZATIONAL AND MANAGEMENT ACTIVITIES OF GRADUATES OF A MEDICAL UNIVERSITY." In NEW TECHNOLOGIES IN MEDICINE, BIOLOGY, PHARMACOLOGY AND ECOLOGY. Institute of information technology, 2021. http://dx.doi.org/10.47501/978-5-6044060-1-4.40.

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The use of modern innovative approaches to the formation of organizational and managerial activities of graduates of a medical university, based on the introduction of new achievements in science and technology, aimed at the formation of competencies in demand by society, increases the quality of graduate training.
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Sutomo, Sutomo. "The Process to Determine Quality Standards to Ensure the Quality of Graduates." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.59.

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Bunawar, Bunawar. "Strategies for Improving The Quality of Graduates Through Productive." In Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, MALAPY 2022, 28 May 2022, Tegal, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.28-5-2022.2320433.

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Azli, Naziha A., and Hanifah Jambari. "Quality of Engineering Graduates of a Malaysian Public University." In 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8467031.

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Yang, Guoyou, and Shiyi Zhao. "Fuzzy Comprehensive Evaluation of Quality for Accounting Major Graduates." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.405.

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Martínez-Gómez, Mónica, Jose Jabaloyes, and Andres Carrion. "TRAINING SKILLS OF GRADUATES BY MEANS TOTAL QUALITY MANAGEMENT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2588.

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Reports on the topic "Quality of Graduates"

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Corrigan, Jack, and Simon Rodriguez. Chinese and U.S. University Rankings. Center for Security and Emerging Technology, January 2022. http://dx.doi.org/10.51593/20210047.

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The strength of a country’s talent pipeline depends in no small part on the quality of its universities. This data brief explores how Chinese and U.S. universities perform in two different global university rankings, why their standings have changed over time, and what those trends mean for graduates.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Rosa III, Eduardo J. Graduate Management Project. The Pursuit of Quality in Military Health Care: Are We Held to a Higher Standard? Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada473580.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, January 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.
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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, January 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in student enrollment. Some problems with student dropout rates, over-estimating the transformational and disruptive nature of MOOCs and uncertain business models remain, but less “massive” MOOCs with more engaged students are overcoming these problems. There are many existing distance learning courses and programmes in the water sector designed to train and/ or educate professionals, operators, graduate and undergraduate students and, to a lesser extent, members of communities dealing with water issues. There are few existing true MOOCs in the water sector. MOOCs could supply significant numbers of qualified practitioners for the water sector. A suite of programmes on water-related topics would allow anyone to try the courses and determine whether they were appropriate and useful. If they were, the students could officially enroll in the course or programme to gain a meaningful qualification or simply to upgrade their qualifications. To make MOOCs more relevant to education and training in the water sector an analysis of the requirements in the sector and the potential demand for such courses is required. Cooperation between institutions preparing MOOCs would be desirable given the substantial time and funding required to produce excellent quality courses. One attractive model for cooperation would be to produce modules on all aspects of water and sanitation dealing with technical, scientific, social, legal and management topics. These should be produced by recognized experts in each field and should be “stand-alone” or complete in themselves. If all modules were made freely available, users or mentors could assemble different MOOCs by linking relevant modules. Then extracts, simplified or less technical versions of the modules could then be used to produce presentations to encourage public participation and for other training purposes. Adaptive learning, where course materials are more tailored to individual students based on their test results and reactions to the material, can be an integral part of MOOCs. MOOCs efficiently provide access to quality courses at low or no cost to students around the world, they enable students to try courses at their convenience, they can be tailored to both professional and technical aspects, and they are very suitable to provide adaptive learning courses. Cooperation between institutions would provide many course modules for the water sector that collectively could provide excellent programmes to address the challenges of capacity development for SDG 6 and other issues within the water sector.
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Raghothama, Kashchandra G., Avner Silber, and Avraham Levy. Biotechnology approaches to enhance phosphorus acquisition of tomato plants. United States Department of Agriculture, January 2006. http://dx.doi.org/10.32747/2006.7586546.bard.

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Abstract: Phosphorus is one of the least available macronutrient in the soil. The high affinity phosphate transporters are known to be associated with phosphate acquisition under natural conditions. Due to unique interactions of phosphate with soil particles, up to 80% of the applied phosphates may be fixed forcing the farmers to apply 4 to 5 times the fertilizers necessary for crop production. Efficient uptake and utilization of this essential nutrient is essential for sustainability and profitability of agriculture. Many predictions point to utilization/exhaustion of high quality phosphate rocks within this century. This calls for efforts to improve the ability of plants to acquire and utilize limiting sources of phosphate in the rhizosphere. Two important molecular and biochemical components associated with phosphate efficiency are phosphate transporters and phosphatases. This research project is aimed at defining molecular determinants of phosphate acquisition and utilization in addition to generating phosphate uptake efficient plants. The main objectives of the project were; Creation and analysis of transgenic tomato plants over-expressing phosphatases and transporters Characterization of the recently identified members (LePT3 and LePT4) of the Pi transporter family Generate molecular tools to study genetic responses of plants to Pi deficiency During the project period we have successfully identified and characterized a novel phosphate transporter associated with mycorrhizal symbiosis. The expression of this transporter increases with mycorrhizal symbiosis. A thorough characterization of mutant tomato lacking the expression of this gene revealed the biological significance of LePT3 and another novel gene LePT4. In addition we have isolated and characterized several phosphate starvation induced genes from tomato using a combination of differential and subtractive mRNA hybridization techniques. One of the genes, LePS2 belongs to the family of phospho-protein phosphatase. The functionality of the recombinant protein was determined using synthetic phosphor-peptides. Over expression of this gene in tomato resulted in significant changes in growth, delay in flowering and senescence. It is anticipated that phospho-protein phosphatase may have regulatory role in phosphate deficiency responses of plants. In addition a novel phosphate starvation induced glycerol 3-phosphate permease gene family was also characterized. Two doctoral research students are continuing the characterization and functional analysis of these genes. Over expression of high affinity phosphate transporters in tobacco showed increased phosphate content under hydroponic conditions. There is growing evidence suggesting that high affinity phosphate transporters are crucial for phosphate acquisition even under phosphate sufficiency conditions. This project has helped train several postdoctoral fellows and graduate students. Further analysis of transgenic plants expressing phosphatases and transporters will not only reveal the biological function of the targeted genes but also result in phosphate uptake and utilization efficient plants.
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